An annotated bibliography of 11 books to help teachers use the language experience approach to teach reading. (DD)

Reading teachers should recognize the distinction between prefixes and etymological elements in whole words. (DD)

Gifted students should receive reading instruction to encourage them to read more widely, more critically, and more creatively. (DD)

Describes three dimensions of reading as a social process: (1) all reading events involve a social context, (2) reading is a cultural activity, and (3) reading is a socio-cognitive process. Discusses the implications for classroom reading of these dimensions. (HTH)

Irreverently examines Rudolph Flesch's theories for teaching a child to read "properly." Alternatives to Flesch's method are also given. (HTH)

Frames the author-reader-text relationships in terms of contractual agreements. Explores the nature of these contracts and what they entail for authors, readers, and those involved in teaching reading and writing. (RL)

Discusses the phonics v whole-word controversy in the teaching of reading and defends the use of the phonics approach for certain purposes. (DD)

Discusses how patterned reading materials may be used in initial reading to help students use their semantic and syntactic knowledge to predict meaning. (DD)

Applies recent linguistic theory to the reading process and classroom practice. (DD)

Describes several programs initiated by the New Haven public school system to improve student reading. (DD)

Provides ten suggestions content area teachers can use to help students with limited reading abilities. (DD)

Presents humorous, yet horrifying, ramifications of leveling students for reading instruction. Tells the story of an adult who is unable to buy books because the ones she wants are not at the appropriate "level." (SG)

Presents annotations of 12 children's books and 2 books on tape--books that encourage readers to be reflective on self, life, society, and art and literature. (SG)